By Laura Williamson Valdosta State University

Interdisciplinary Interdisciplinary Writing Unit: Writing Unit: Integrating Integrating

Science and Science and Social Studies Social Studies for Third Grade for Third Grade

PresentationPresentation

ByByLaura WilliamsonLaura Williamson

Valdosta State UniversityValdosta State University

DEVELOPMENTAL STAGE SCORING DEVELOPMENTAL STAGE SCORING GUIDELINES FOR THEGUIDELINES FOR THE

GEORGIA GRADE 3 WRITING GEORGIA GRADE 3 WRITING ASSESSMENTASSESSMENT

• Stage 6 The Extending Writer• Writing samples produced by

students at this stage• exhibit most or all of the following

characteristics:• • A topic that is fully elaborated with

rich details.• Organization that sustains the

writer’s purpose• and moves the reader through the

piece.• • Audience awareness techniques

that engage and• sustain the reader’s interest.• • Effective use of varied sentence

patterns.• • Creative and novel language.• • Errors in surface features that do

not interfere• with the reader’s understanding of

the writer’s• message.

Georgia Writing Test Georgia Writing Test for 3for 3rdrd Grade Grade

• Types of Writing-• Relating a Personal

Experience• Creating an Imaginative

Story• Responding to Literature• Responding to QCC

Content Area Information

Introduction to the Introduction to the unit:unit:

• 3rd grade• Genre/mode of writing-

Informational/ Comparing and Contrasting

• Content Area Integration: Science/Rocks and Minerals

Pre-assessment Pre-assessment promptprompt

• You are going to be given thirty minutes to compare and contrast your school term in kindergarten to your school term in third grade, you may compare your sibling to yourself, or you may compare events during the summer to events during the winter. You are going to plan and write a draft. Do not worry so much about conventions. You may not ask questions or communicate with your partner or me during this writing.

Grouping Grouping ArrangementArrangement

• Prewriting stage- two groups to brainstorm rocks and minerals

• Practice Activity for all stages- whole class except publishing

• Students are in small groups for publishing.

• Assessment Activity for all stages- individually

• In the revising and editing stages, the class broke into small groups of 4 with one group of 3 after the assessment to get feedback from peers, asking for suggestions.

Describe expository Describe expository WritingWriting

• to learn, inform, and share information

• The audience is usually an unknown audience.

• reports are the most common type of informative writing

• Students use expository writing to give directions, sequence steps, compare one thing to another, explain causes and effects, or describe problems and solutions.

PrewritingPrewriting• Prewriting should first include

choosing a topic.• You should then consider the

function (to entertain or to inform),

• audience, • form of your writing (report,

journal, letter, etc.). • Finally, you should organize

your thoughts and ideas into a graphic organizer.

Graphic OrganizerGraphic Organizer

Practice Activity for Practice Activity for Prewriting StagePrewriting Stage

• I will use a shared writing activity.

• In shared writing, I will work with the students to compose a report in the expository format, and I will process as a scribe.

• We will complete a graphic organizer of rocks and minerals together.

Assessment Activity Assessment Activity for prewritingfor prewriting

• Since we have completed a graphic organizer together, you are going to make your own graphic organizer.

• Be sure to consider the function for writing, form, topic, purpose, and your audience.

Scoring rubric for prewritingScoring rubric for prewritingScoring Rubric for the Prewriting Stage for 3rd grade: Comparison Report on rocks and minerals Exceeds

Standard 4

Meets Standard

Progress Toward Meeting Standard

Improvement Needed/ Standard not met

Name and Date

Has first and last name listed with the correct date listed

Has only the first name written with the correct date listed

No name or date listed

Introduction Has stated the topic: Comparing rocks and minerals and listed 3 supporting details about rocks and minerals

Has stated the topic: Comparing rocks and minerals and listed 2 supporting details about rocks and minerals

Has stated the topic: Comparing rocks and minerals and listed 1 supporting detail about rocks and minerals

Has stated the topic: Comparing rocks and minerals but no supporting details about rocks and minerals for 1 point Introduction not listed for 0 points

Listed the topics to be compared

Has stated rocks and minerals in the provided blanks to be compared

Has not stated rocks and minerals in the provided blanks to be compared

Similarities Describes 3 accurate ways that rocks and minerals are the same

Describes 2 accurate ways that rocks and minerals are the same

Describes 1 accurate way that rocks and minerals are the same

Does not list any way rocks and minerals are the same for 0 points

Rubric Cont’dRubric Cont’d

Differences Describes 3 accurate ways that rocks and minerals are different

Describes 2 accurate ways that rocks and minerals are different

Describes 1 accurate way that rocks and minerals are different

Does not list any way rocks and minerals are different for 0 points

Conclusion Has restated the topic: Comparing rocks and minerals and listed 3 supporting details about rocks and minerals

Has restated the topic: Comparing rocks and minerals and listed 2 supporting details about rocks and minerals

Has restated the topic: Comparing rocks and minerals and listed 1 supporting details about rocks and minerals

Has stated the topic: Comparing rocks and minerals but no supporting details about rocks and minerals for 1 point Conclusion not listed for 0 points

Total Williamson, L. (2006) Scoring rubric for the prewriting stage for 3rd grade: Comparison report on rocks and minerals. Unpublished manuscript, Valdosta State University, GA.

Drafting StageDrafting Stage• you will write a rough draft of

your writing• do not concentrate on

mechanics• focus is on content and grabs

the readers’ attention • Drafting is forming ideas into

complete sentences using the prewriting graphic organizer.

• Next, you will put your sentences into paragraphs.

• Concentrate on explaining and supporting and connecting the ideas in your writing.

Practice Activity for Practice Activity for drafting stagedrafting stage

• Today we are going to use our class graphic organizer in which we created the other day to write the rough draft in the drafting stage of the writing process.

• Since you know what a rough draft is, we should write one together.

• I will use the shared writing technique again, using the students’ ideas.

Assessment Activity Assessment Activity for draftingfor drafting

• Now that you have seen my rough draft and have written a rough draft together with me, you know what a rough draft is.

• I think it is time for you to make one on your own. I will give everyone wide-ruled paper.

• This will be done individually.

Scoring Rubric for Scoring Rubric for DraftingDrafting

3rd Grade Drafting Scoring Guide: Comparison Report on Rocks and Minerals Exceeds

Standard 4

Meets Standard

Name, date, and “rough draft”

Has all 3 components listed at the top of the page: first and last name, date, “rough draft”

Has 2 components listed at the top of the page: first and last name, date, “rough draft”

Has 1 component listed at the top of the page: first and last name, date, “rough draft” for 1 point No component listed for 0 points

Skips lines Skipped every other line in draft

Does not skip every other line in draft

Captures Attention of audience

Uses 2 ways to capture the attention: details, asks questions, or states fact

Uses 1 way to capture the attention: details, asks questions, or states fact

Does not use details, ask questions, or state a fact to capture the attention

Introduction Has 5 components: States the topic, captures attention, at least 3 supporting details

Has 4 components: States the topic, captures attention, at least 2 supporting details

Has 3 components: States the topic, captures attention, at least 1 supporting detail

Has 2 components: States the topic, captures attention, at least 1 supporting details for 1 point Does not include any components 0 points

Drafting RubricDrafting Rubric

Similarities Has 4 components: began a new paragraph, 3 ways rocks and minerals are similar

Has 3 components: began a new paragraph, 2 ways rocks and minerals are similar

Has 2 components: began a new paragraph, 1 way rocks and minerals are similar

Has one sentence describing how rocks and minerals are similar for 1 point No similarities listed for 0 points

Differences

Has 4 components: began a new paragraph, 3 ways rocks and minerals are different

Has 3 components: began a new paragraph, 2 ways rocks and minerals are different

Has 2 components: began a new paragraph, 1 way rocks and minerals are different

Has one sentence describing how rocks and minerals are different for 1 point No differences listed for 0 points

Conclusion Conclusion written in complete sentences with at least 3 supporting details at the end

Conclusion written in complete sentences with at least 2 supporting details at the end

Conclusion not clear or related to report

Conclusion not listed

Williamson, L. (2006). 3rd grade drafting scoring guide: Comparison report on rocks and minerals. Unpublished manuscript, Valdosta State University, GA.

Drafting ChecklistDrafting Checklist

Checklist for Third Grade Drafting

______Did you write your name, date, and “Rough Draft” at the top of your paper? ______ Did you use the ideas from your graphic organizer? ______Did you skip lines while writing to leave space for corrections later? ______Did you use complete sentences? ______Did you capture the attention of your audience? *Introductory paragraph ______Do you have four paragraphs? 1. introduction 2. describing similarities 3. describing differences 4. conclusion ______Did you use supporting details in your paragraphs? *You many add details that may not have been listed on the graphic organizer. Williamson, L. (2006). Checklist for third grade drafting. Unpublished manuscript, Valdosta State University, GA.

Revising StageRevising Stage

• revise what we have written on our first draft

• add, substitute, delete, and rearrange our ideas from our rough draft

• reread through the rough draft and make revisions

• Use a couple proofreading marks (deleting, transposing, and caret)

Practice Activity for Practice Activity for revising stagerevising stage

• I will place the class draft on the overhead.

• We will complete the practice activity as a whole class, using shared writing technique.

• This is our class draft comparing rocks and minerals.

• We are going to make revisions together.

• Let’s read the draft together first.

• The changes on the class draft should be made according to the students’ feedback and suggestions.

Assessment Activity Assessment Activity for revising stagefor revising stage

• Each student will make appropriate revisions to his or her own draft using the proofreading marks with a different colored pen.

• Each student will do this in the whole-class instruction time.

• After everyone has completed his or her revisions, I will break the students into their small-groups.

• The small groups will allow the students to receive feedback for revisions.

• Each student will receive a checklist for revisions.

Scoring rubric for revising stageScoring rubric for revising stageScoring Rubric for 3rd grade Revision Stage: Comparison of Rocks and Minerals

Exceeds

Standard 4

Meets Standard

Improvement Needed/

Standard not met 1-0

Proofreading marks

Always used the caret, rearranging and deleting proofreading marks appropriately while adding, deleting, and rearranging content.

Mainly used the caret, rearranging and deleting proofreading marks appropriately while adding, deleting, and rearranging content

Rarely used the caret, rearranging and deleting proofreading marks appropriately while adding, deleting, and rearranging content

Did not used the caret, rearranging and deleting proofreading marks appropriately while adding, deleting, and rearranging content

Content Content added includes relevant and appropriate details, descriptions, and/or more events.

Content added includes relevant and appropriate details, descriptions, and/or more events.

Content added includes some relevant and appropriate details, descriptions, and/or few events. Some content may be irrelevant, inappropriate, and/or not included to make it fully developed.

Content added includes few relevant and appropriate details, descriptions, and/or events. Some content may be irrelevant, inappropriate, and/or not included to make it fully developed.

Revising rubricRevising rubric

adding, deleting, changing

and/or rearranging

Content more fully developed

Content somewhat fully developed

Content not fully developed

Paragraphs Four paragraphs were used: Introduction, Discussed similarities of rocks and minerals, Discussed differences of rocks and minerals, and conclusion, and each was indented correctly

Four paragraphs were used: Introduction, Discussed similarities of rocks and minerals, Discussed differences of rocks and minerals, and conclusion, and each was indented correctly

Three or only two paragraphs were used: Introductory, Discussed similarities of rocks and minerals, Discussed differences of rocks and minerals, and conclusion, and each was indented correctly

Did not include proper paragraphs for expository report comparing rocks and minerals

Total Adapted Scoring rubric for 3rd grade revision stage: Comparison of rocks and minerals. Retrieved May 18, 2006, from http://coefaculty.valdosta.edu/troot

Checklist for revisingChecklist for revising

Checklist for 3rd Grade: Revision Stage

______Did I use a different colored pen for my proofreading marks in revision?

______Did I reread my draft?

_____Could I add describing words? ______Do I need to add details to the content? ______Do I need to change content to make the meaning clearer? ______Do I need to delete content that does not belong or relate to the writing? ______ Did I stay on my topic? ______Did I repeat anything? ______Does each sentence make sense? Is any part unclear? ______ Are my sentences in order? ______Do I need to rearrange content for correct sequencing? ______Did I used proofreading marks correctly for: adding, deleting, rearranging? ______Should I move anything to a better place? ______Did I include a good ending? ______Can I read my handwriting? Williamson, L. (2006). Checklist for 3rd grade: Revision stage. Unpublished manuscript, Valdosta State University, GA.

Checklist for small Checklist for small groupgroup

Checklist for small group for 3rd grade revision stage

_______Was I a leader in the small group? _______Did you read the draft aloud? _______Did the peers compliment your draft? _______Did you ask questions about your own writing? *focusing on your trouble spots _______Did your peers offer suggestions? _______Did you revise your draft based on your peers suggestions? _______Did every member in your small group read his or her draft? Williamson, L. (2006). Checklist for small group for 3rd grade revision stage. Unpublished manuscript, Valdosta State University, GA.

Editing StageEditing Stage• we will proofread our reports• A good writer should begin to

edit his or her compositions after setting the revision aside for a few days.

• The writer should pay close attention to spelling, grammar, punctuation, formation, and capitalization.

• Proofreading marks are to be used to correct any mistakes.

Practice Activity for Practice Activity for editing stageediting stage

• The revision of the class draft comparing rocks and minerals will be on the overhead.

• We will edit this piece together as a whole group.

• Look for spelling, punctuation, and grammar mistakes.

• We will use the proofreader’s marks from our chart.

Assessment Activity Assessment Activity for editing stagefor editing stage

• You are now going to edit your own paper.

• I will give each of you an editing checklist just like the one we have been using with our class draft of the report.

• Proofread your writing using the proofreading marks chart.

• Remember to check for grammar, punctuation, and spelling.

Scoring Rubric for Scoring Rubric for editing stageediting stage

Scoring Rubric for 3rd grade Editing Stage: Comparing Rocks and Minerals

Exceeds Standard

Meets Standard

Improvement Needed/

Proofreading marks

Always used the proofreading marks from the handout provided appropriately in editing the mechanics

Mainly used the proofreading marks from the handout provided appropriately in editing the mechanics

Rarely used the proofreading marks from the handout provided appropriately in editing the mechanics

Did not used the proofreading marks from the handout provided appropriately in editing the mechanics

Content Content which was edited allows the audience to read the report easily without stumbling across any mechanical errors

Content which was edited allows the audience to read the report easily, stumbling across few mechanical errors

Content which was edited allows the audience to read the report with little ease, stumbling across several mechanical errors

Content which was edited does not allow the audience to read the report easily, stumbling across many mechanical errors

Sentence Fluency

Uses varied sentence structure often: simple, compound, and complex sentences

Uses simple, compound, and complex sentences

Some run-ons or fragments. Limited variety in sentence structure

Many run-ons or fragments. Little variety in sentence structure.

Editing RubricEditing Rubric

Complete sentences

All sentences were complete: had correct subject-verb agreement

Most sentences were complete: had a couple of errors with correct subject-verb agreement

Some sentences were complete: had a few errors with correct subject-verb agreement

Many sentences were fragments: had a many errors with correct subject-verb agreement

Spelling All words spelled correctly

All words spelled correctly

Most words spelled correctly

Few words spelled correctly

Punctuation All punctuation is correct and guides the reader through the text

Most punctuation is correct with fewer than 2 errors and guides the reader through the text

End punctuation is correct, but commas and apostrophes are sometimes incorrect

Punctuation is often missing or incorrect

Capitalization All capitalization is correct

Most words are capitalized correctly with fewer than 2 errors

Capitalization is often incorrect

Total Williamson, L. (2006). Scoring rubric for 3rd grade editing stage: Comparing rocks and minerals. Unpublished manuscript, Valdosta State University, GA.

Editing ChecklistEditing ChecklistEditing Checklist for 3rd Grade

_____Can I read my own handwriting? _____ Did I use a different colored pen for my proofreading marks in editing? _____Did I read my revised draft word-by-word? ______Did I reread my revised draft each time, looking for spelling, capitalization, and punctuation errors? ______Did I use the correct proofreading marks? ______Did I circle the words that might be misspelled? ______Did I check that all sentences begin with capital letters? ______Did I check that all sentences end with punctuation marks? ______Did I check that all proper nouns begin with a capital letter? ______Do all my sentences have the correct subject-verb agreement? _____Did I use commas correctly? _____Did I write some complex sentences? _____Did I use contractions correctly with appropriate apostrophes? _____Have I written in complete sentences? _____Have I checked for sentence fragments? _____Did you use additional resources like the Internet, encyclopedia, or dictionary to help you with misspelled words? Williamson, L. (2006). Editing checklist for 3rd grade. Unpublished manuscript, Valdosta State University, GA.

Publishing StagePublishing Stage

• Publishing is the final stage of the writing process.

• writer puts the composition in final written form

• any mistakes should be corrected

• grammar should be checked

• review our handwriting skills

• Share published piece

Practice Activity for Practice Activity for publishing stagepublishing stage

• I will place the class copy of the editing stage on the overhead projector.

• I will provide a piece of chart paper to each group of four members with a marker.

• Each group will be assigned to write the final form of the introduction, paragraph about similarities, paragraph about differences, or the conclusion.

• Each student in the group will have the opportunity to write a sentence from the edited draft onto the final form.

• The group of three will be the students who read the entire final form to the class.

Assessment Activity Assessment Activity for publishing stagefor publishing stage

• Now you are ready to write your own published drafts.

• Everyone needs to take out your revised and edited version of your report.

• Write slowly, spell correctly, and use the proper cursive handwriting.

• You will share your report in the author’s chair.

• Once you have shared in the author’s chair, you may place report in the class book.

Scoring rubric for Scoring rubric for publishing stagepublishing stage

Scoring Rubric for the Publishing Stage for 3rd Grade: Comparing rocks and minerals Exceeds

Standard 4

Meets Standard

Improvement Needed/

Zaner-Bloser handwriting

Legible but not perfect handwriting; all letter formation is correct

Mostly legible handwriting; letter formation has some errors

Almost illegible handwriting; letter formation has many errors

Content Content includes relevant and appropriate details, descriptions, and events.

Content includes relevant and appropriate details, descriptions, and events.

Content includes some relevant and appropriate details, descriptions, and few events. Some content may be irrelevant, inappropriate, and/or not included to make it fully developed.

Content includes few relevant and appropriate details, descriptions, and events. Some content may be irrelevant, inappropriate, and/or not included to make it fully developed.

Author’s Chair/ Sharing

Read loud and clear the expository report to the class

Did not read loud and clear the expository report to the class

Total Williamson, L. (2006). Scoring rubric for the publishing stage for 3rd Grade: comparing rocks and minerals. Unpublished manuscript, Valdosta State University, GA.

Accommodations Accommodations and/or modificationsand/or modifications

The students who are very shy and do not like to present in front of the class will not get points deducted from the rubric for author’s chair if another student reads their report to the class. All students may not have the ability and confidence to present, so I cannot count off points for this student.

I will place the student with emotional or behavioral disorders close to the overhead to monitor his behavior for close proximity to reduce off task behaviors.

Accommodations Cont’dAccommodations Cont’d

The student with speech impairments will be asked to repeat the problematic sounds over if mispronounced while she is reading in the author’s chair. This will provide practice and corrective feedback to assist her speech therapy.

The students with learning disabilities will be allowed to use the word processor if there fine motor skills are too weak to rewrite the final form.

• The student who has a visual impairment will be seated in the front of the room where he can see the overhead projector.

I will ask the two students who come from a different linguistic and Hispanic culture if they didn’t mind reading their reports in Spanish in the author’s chair. This will expand the cultural aspect to the rest of the class. The bilingual students can teach the class how to say rocks and minerals in Spanish and important vocabulary related to rocks and minerals. Then, the Spanish speaking students can read his or her reports using English.

ReferencesReferences• Lorochelle, B. Young auhors’

workshop: Getting started:Publishing. Retrieved May 17,2006, from http://www.planet.eon.net/~bparoch/indexb.html

• This website is a great resource for teachers and students to guide them through the writing process with additional resources available at each stage of the writing process.

• Root, T. (n.d.). The writing process:Prewriting & beyond. Unpublished manuscript,Valdosta State University, GA.

• Tompkins, G. E. (2004). Teachingwriting: Balancing process andproduct (4th ed.).Upper SaddleRiver, NJ: Merrill Prentice Hall.

Introduction to the Introduction to the unit:unit:

• 3rd grade• Genre/mode of writing-

Persuasive/ Persuasive Essay

• Content Area Integration: Social Studies/Civil Rights, Separate but equal

Pre-assessment Pre-assessment Prompt for persuasive Prompt for persuasive

writingwriting

• You are going to be given thirty minutes to write an essay on either of two topics: your opinion about wearing uniforms in school with justification or your opinion about having a bottled drink during instructional time in the classroom with justification. You are going to plan and write a draft. Do not worry so much about conventions. You may not ask questions or communicate with your partner or me during this writing.

Grouping Grouping ArrangementArrangement

• Practice Activity for all stages- whole class except publishing

• Students are in small groups for publishing.

• Assessment Activity for all stages- individually

• In the revising and editing stages, the class broke into small groups of 4 with one group of 3 after the assessment to get feedback from peers, asking for suggestions.

Persuasive writingPersuasive writing• to argue logically with reasons• to present other viewpoints• to sway opinions, • and to persuade someone to

do something• it is crucial that writers have a

sense of audience and adapt their writing to their audience

• The different forms of persuasive writing may include posters, letters, letters to the editor, essays, advertisements, and commercials

PrewritingPrewriting• Prewriting should first include

choosing a topic.• You should then consider the

function (to entertain or to inform),

• audience, • form of your writing (report,

journal, letter, etc.). • Finally, you should organize

your thoughts and ideas into a graphic organizer.

Graphic OrganizerGraphic OrganizerPERSUASIVE ESSAY ORGANIZER

Name: __________________________________________ Date: __________________

INTRODUCTION

State your opinion: ______________________________________________________________

Supporting Reasons: Body 1 ___________________________________________________________

Body 2 ___________________________________________________________

Body 3 ___________________________________________________________

BODY #1

Reason #1 ___________________________________________________________________________

Detail/Example 1 ______________________________________________________________

Detail/Example 2 ______________________________________________________________

Detail/Example 3 ______________________________________________________________

BODY #2

Reason #2 ___________________________________________________________________________

Detail/Example 1 ______________________________________________________________

Detail/Example 2 ______________________________________________________________

Detail/Example 3 ______________________________________________________________

BODY #3

Reason #3 ___________________________________________________________________________

Detail/Example 1 ______________________________________________________________

Detail/Example 2 ______________________________________________________________

Detail/Example 3 ______________________________________________________________

CONCLUSION

Restate Main Idea: ____________________________________________________________________

Restate Supporting Reasons: 1 __________________________________________________________

2 _________________________________________________________

3 __________________________________________________________

GO.22.2 Adapted Persuasive essay organizer. Retrieved on May 22, 2006, from http://coefaculty.valdosta.edu/troot/read7140/Graphic%20organizers%20persuasive %20writing.doc

Practice Activity for Practice Activity for PrewritingPrewriting

• I will use a shared writing activity.

• In shared writing, I will work with the students to compose an essay in the persuasive format, and I will process as a scribe.

• We will complete a graphic organizer of rocks and minerals together.

Assessment Activity Assessment Activity for Prewritingfor Prewriting

• Since we have completed a graphic organizer together, you are going to make your own graphic organizer.

• Be sure to consider the function for writing, form, topic, purpose, and your audience.

Prewriting rubricPrewriting rubricScoring Rubric for the Prewriting Stage for 3rd grade: Persuasive writing Exceeds

Standard 4

Meets Standard

Name and Date

Has first and last name listed with the correct date listed

Has only the first name written with the correct date listed

No name or date listed

Introduction Has stated opinion: listed 3 supporting reasons that supports opinion

Has stated opinion: listed 2 supporting reasons that supports opinion

Has stated opinion: listed 1 supporting reason that supports opinion

Has stated the opinion: with no supporting reasons for opinion for 1 point Introduction not listed for 0 points

Body #1 Describes 3 accurate facts or examples that supports the reason

Describes 2 accurate facts or examples that supports the reason

Describes 1 accurate fact or example that supports the reason

Does not list any fact or example for 0 points

Body #2 Describes 3 accurate facts or examples that supports the reason

Describes 2 accurate facts or examples that supports the reason

Describes 1 accurate fact or example that supports the reason

Does not list any fact or example for 0 points

Conclusion Has restated the opinion: listed 3 supporting details

Has restated the opinion: listed 2 supporting details

Has restated the opinion: listed 1 supporting detail

Has stated the opinion: but no supporting details for 1 point Conclusion not listed for 0 points

Total Williamson, L. (2006). Scoring rubric for the prewriting stage for 3rd grade: Persuasive writing. Unpublished manuscript, Valdosta State University, GA.

DraftingDrafting• you will write a rough draft of

your writing• do not concentrate on

mechanics• focus is on content and grabs

the readers’ attention • Drafting is forming ideas into

complete sentences using the prewriting graphic organizer.

• Next, you will put your sentences into paragraphs.

• Concentrate on explaining and supporting and connecting the ideas in your writing.

Practice Activity for Practice Activity for DraftingDrafting

• Today we are going to use our class graphic organizer in which we created the other day to write the rough draft in the drafting stage of the writing process.

• Since you know what a rough draft is, we should write one together.

• I will use the shared writing technique again, using the students’ ideas.

Assessment Activity Assessment Activity for Draftingfor Drafting

• Now that you have seen my rough draft and have written a rough draft together with me, you know what a rough draft is.

• I think it is time for you to make one on your own. I will give everyone wide-ruled paper.

• This will be done individually.

Scoring rubric for Scoring rubric for draftingdrafting

3rd Grade Drafting Scoring Guide: Persuasive Essay on Civil Rights

Exceeds Standard

Meets Standard

Name, date, and “rough draft”

Has all 3 components listed at the top of the page: first and last name, date, “rough draft”

Has 2 components listed at the top of the page: first and last name, date, “rough draft”

Has 1 component listed at the top of the page: first and last name, date, “rough draft” for 1 point No component listed for 0 points

Skips lines Skipped every other line in draft

Does not skip every other line in draft

Captures Attention of audience

Uses 2 ways to capture the attention: states opinion of civil rights with a focus statement

Does not use opinion or focus statement to capture the attention

Introduction Has 5 components: States opinion, states focus statement, and at least 3 supporting reasons

Has 4 components: States opinion, states focus statement, and at least 2 supporting reasons

Has 3 components: States opinion, states focus statement, and at least 1 supporting reason

Has 2 components: States opinion, states the focus statement with no supporting reason for 1 point Does not include any components 0 points

Rubric Cont’dRubric Cont’d

Body Paragraph #1

Has 4 components: began a new paragraph, 3 facts or examples to support opinion and reason

Has 2 components: began a new paragraph, 1 fact or example to support opinion and reason

No facts or examples listed to support opinion and reason for 0 points

Body Paragraph #2

Has 2 components: began a new paragraph, 1 fact or example to support opinion and reason

No facts or examples listed to support opinion and reason for 0 points

Conclusion Conclusion written in complete sentences: Restated main idea with at least 3 supporting reasons

Conclusion written in complete sentences: Restated main idea with at least 2 supporting

Conclusion not clear or related to essay

Conclusion not listed

Total Williamson, L. (2006). 3rd grade drafting scoring guide: Persuasive essay on civil

rights. Unpublished manuscript, Valdosta State University, GA.

Drafting ChecklistDrafting Checklist

Checklist for Third Grade Drafting

______Did you write your name, date, and “Rough Draft” at the top of your paper? ______ Did you use the ideas from your graphic organizer? ______Did you skip lines while writing to leave space for corrections later? ______Did you use complete sentences? ______Did you capture the attention of your audience? *Introductory paragraph ______Did you state your opinion? ______Did you have a focus statement? ______Do you have four paragraphs? 1. introduction 2. body paragraph #1 3. body paragraph #2 4. conclusion ______Did you use supporting facts or examples in your paragraphs? *You many add facts or examples that may not have been listed on the graphic organizer. Williamson, L. (2006). Checklist for third grade drafting. Unpublished manuscript, Valdosta State University, GA.

RevisingRevising

• revise what we have written on our first draft

• add, substitute, delete, and rearrange our ideas from our rough draft

• reread through the rough draft and make revisions

• Use a couple proofreading marks (deleting, transposing, and caret)

Practice Activity for Practice Activity for revisingrevising

• I will place the class draft on the overhead.

• We will complete the practice activity as a whole class, using shared writing technique.

• This is our class draft about our opinion of separate but equal.

• We are going to make revisions together.

• Let’s read the draft together first.

• The changes on the class draft should be made according to the students’ feedback and suggestions.

Assessment Activity Assessment Activity for Revisingfor Revising

• Each student will make appropriate revisions to his or her own draft using the proofreading marks with a different colored pen.

• Each student will do this in the whole-class instruction time.

• After everyone has completed his or her revisions, I will break the students into their small-groups.

• The small groups will allow the students to receive feedback for revisions.

• Each student will receive a checklist for revisions.

Scoring rubric for Scoring rubric for revisingrevising